Phonics and Handwriting
Budgell
Gill
Note to parents/carers and practitioners
This Learner’s Book provides activities to support the Units 11–20 of Cambridge Phonics and Handwriting Step 3. The Teaching Resource provides full coverage of the Cambridge Phonics and Handwriting Framework and guidance on how the Learner’s Book activities develop the framework statements.
Activities can be used as school or at home. Children will need support from an adult. Additional guidance about activities can be found in the For practitioners boxes.
When children learn to read using phonics, they start by learning the sounds that letters make. For example, the letter t makes a sound like the start of the word ‘tap’. We say /t/ (a short sound), not ‘tee’ (the letter name).
Using the letter sounds helps children read by putting sounds together to make words. It also helps them spell by breaking words into sounds. When you help your child at home, try to use the sounds, not the letter names. You can find videos and tips to help you say the sounds at our parent support site: www.cambridgeinternational.org/early-years/parent-support/
Hi, my name is Gemi.
Scan to visit Cambridge Early Years parent support site
Hi, my name is Rafi.
Activity 4
Read and write using the joined letters.
Did you hop on a brick?
Did
For practitioners
Ask the child to read each sentence and complete it by writing the correct word from the top of the page, joining the er using the correct join formation. Remind the child of the join formation phrase: At the end of writing the first letter, continue up to halfway, and then begin the second letter.
Activity 1
Read, circle and write.
We are a strong team.
‘Say after me,’ said the teacher.
‘We are a strong team!’
We each said it.
‘Read it,’ said the teacher.
‘We
are a s-t-r-o-ng – strong, t-ea-m - team!’
‘Whisper it – shhh,’ said
the teacher.
‘We are a strong team!’
Shout it as a team!’ said the teacher.
‘We are a strong team!’
Find and write two words with ea as in ‘team’.
For practitioners
Ask the child to read the decodable text. They circle any words that feature the vowel digraph ea (team, teacher, each, read) or begin with s, t and r (strong). They then choose two ea words to write. When the story has the words written ‘s-t-r-o-ng’ and ‘t-ea-m’, tell the children they need to segment the sounds of the word, as they are familiar with by now.
Activity 2
Read, trace and write.
tricky words
Read Trace over over under under
‘over’ or ‘under’
Activity 3 Spell.
s, t, and r
Ask the child to say the word for each picture (read, beach, street, stream). Ask the child to say the letter sounds e.g. /r/ /iː/ /d/, read, and to write a letter(s) for each letter sound in the boxes, before writing the word again and then in a sentence of their own. One has been done as an example. Say Write Write r ea